Resource Library

Displaying 1 - 10 of 20

Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching

Published Year

2023

Resource Type

Journal

Target Audience(s)

Administrators

Educational Leaders

Elementary Educators

Researchers

This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content)and teachers’ individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived in

When literacy ate language: An analysis of a research-based literacy intervention for designated English Learners

Published Year

2023

Resource Type

Journal

Target Audience(s)

Educators of Bilingual Students

Language Researchers

Scripted literacy programs are frequently used with designated English learners (ELs) as an intervention to address below–grade-level reading comprehension.

Development of the Survey of Parent/Provider Expectations and Knowledge (SPEAK)

Published Year

2017

Resource Type

Journal

This study reported the development and initial validation of the Survey of Parent/Provider Expectations and Knowledge (SPEAK), a self-administered questionnaire assessing expectations and knowledge about early childhood cognitive and language development.

The Effect of Different Types of Written Scaffolds on EFL Learners' Perception of Writing Self-Regulatory Skills

Published Year

2017

Resource Type

Journal

This study aimed to investigate the impact of different types of scaffolds on the writing regulatory skills of a cohort of Iranian learners of English (N = 120).

"No Excuses" Charter Schools: A Meta-Analysis of the Experimental Evidence on Student Achievement

Published Year

2017

Resource Type

Journal

Many most well-known charter schools in the United States use a "No Excuses" approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies.

Bilingual preschool children's second-language vocabulary development: The role of first-language vocabulary skills and second-language talk input

Published Year

2016

Resource Type

Journal

Aims: In this study, we aimed to examine whether five-year-old children with varying first-language (L1) vocabulary skills benefitted differentially from second-language (L2) teacher-led group talk and peer-play talk when acquiring L2 vocabulary in preschool contexts.

Partnership with practitioners brings English-learner research to life

Published Year

2017

Resource Type

Serial

This blog post describes a study of Philadelphia's schools that provided policy makers with detailed descriptive analyses of the EL population over many years. The post also highlights a recent Department of Education publication, from the Institute for Education Sciences.

A Meta-Analysis on the Effectiveness of Bilingual Programs in Europe

Published Year

2015

Resource Type

Journal

The effectiveness of bilingual programs for promoting academic achievement of language minority children in the United States has been examined in six meta-analyses. The present meta-analytic study investigates this topic for the first time in the European context.

A Meta-Synthesis of Empirical Research on the Effectiveness of Computer-Mediated Communication (CMC) in SLA

Published Year

2015

Resource Type

Journal

This meta-analysis reports the results of a systematic synthesis of primary studies on the effectiveness of computer-mediated communication (CMC) in second language acquisition (SLA) for the period 2000-2012.

Culturally sustaining pedagogy within monolingual language policy: variability in instruction

Published Year

2015

Resource Type

Journal

This 5-month ethnographic comparative case study of two culturally and linguistically diverse U.S.